Tensions between institutional frameworks and teaching practices before, during and after the pandemic: the case of Block III of the Language and Literature Teaching course at the Universidad Nacional de General Sarmiento, Argentina

Abstract

The institutional actions generated in the universities during 2020 isolation period have been multiple and cover various dimensions. With the return to face-to-face teaching, hybrid modalities have emerged, so that some of the institutional actions persist, while others have been adapted or eliminated. In this context of new institutional scenarios, it is central to ask how the institutional impressions and regulations about the modes of the teaching task influence didactical configurations. Thus, resorting to autoethnographic narratives, we propose to analyze before, during and after the pandemic the case of Block III of Language and Literature Teaching at Universidad Nacional de General Sarmiento. This study shows that pedagogical practice is a situated practice that responds to a particular context. It also provided evidence that institutional style is one of the fundamental dimensions for understanding this context.